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Effective Strategies for Group Management in Education: Preventing Dysfunction, Slides of Communication and Presentation Skills

Insights and strategies for instructors to maintain functional groups in the classroom. Topics include the benefits of using groups, behaviors that undermine group function, and suggestions for using groups effectively. Relevant research and resources are also included.

Typology: Slides

2011/2012

Uploaded on 07/16/2012

sandyo
sandyo 🇮🇳

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To explore and discuss strategies an
instructor can use to maintain functional
groups in the classroom
Session Objective
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Download Effective Strategies for Group Management in Education: Preventing Dysfunction and more Slides Communication and Presentation Skills in PDF only on Docsity!

To explore and discuss strategies an instructor can use to maintain functional groups in the classroom

Session Objective

WHY USE GROUPS?

Committed to it based on research and observation Simulates the “real world” - use of teams Learn better when actively involved Peer instruction, teaching each other Learn more fully and with less effort Learn in context

Johnson, Johnson and Smith. ERIC ASHE Higher Education Report No. 4

Questions to Consider

What if anything is wrong with this group?

What could be done to help this group work better?

Could this situation have been prevented?

Questions to Consider

What if anything is wrong with this group?

What could be done to help this group work better?

Could this situation have been prevented?

Videotape Credits

Authors: “I Want To Be in My Professor’s Group” – Jessica Horvath “Dawn’s Eight O’Clock” – Harold White

Director: Nancy King

Producers: Deborah Allen & Harold White

Student Actors: Melissa Reddish, John Dueber, Michelle Lyons, Eric Moskal, Crystal Mack, Amanda Simons

Well-defined activities Bring the class together for discussion and/or clarification at about15 min. intervals Group products Look for signs of behaviors that undermine group function Use undergraduate (peer) group facilitators

Using Groups in Larger Classes

Strategies that can work:

A team of students had four members called Everybody, Somebody, Anybody, and Nobody. There was an important job to be done. Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody’s job. Everybody thought Anybody could do it but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.

  • Graham Gibbs, “Learning in Teams”

nce upon a time...